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1-1-2000
Aggressive Communication, Parental
Communication, and Sibling Communication
Kristi K. Eustice
Eastern Illinois University
This research is a product of the graduate program in Speech Communication at Eastern Illinois University.
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Eustice, Kristi K., "Aggressive Communication, Parental Communication, and Sibling Communication" (2000). Masters Theses. Paper
1644.
http://thekeep.eiu.edu/theses/1644
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Aggressive Communication, Parental
Communication, and Sibling Communication
By
Kristi K. Eustice
THESIS
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF
MASTER OF ARTS
IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY
CHARLESTON, ILLINOIS
2000
I HEREBY RECOMMEND THIS THESIS BE ACCEPTED AS FULFILLING
THIS PART OF THE GRADUATE DEGREE CITED ABOVE
3 DATE
/~oI lt2d
3/~t>/Ot>
DATE
Aggressive Conununication
ii
Abstract
· The family is often seen as the center of instruction for
children and the base for learning conununication patterns .
Aggressive conununication is often seen in the family ,
especially as a parenting method. In this thesis, the
current state of available literature on aggressive
communication in the family is examined. This includes
parenting styles , conununication relationships between one
parent and one child, and the negative effects verbal
aggressive conununication has on children. A t-test is used
to research the responses of 100 students who have verbally
aggressive parents. At 2.59, the t-test supports the
hypothesis that parenting conununication styles concerning
aggressiveness is related to the aggressive conununication
employed by the child in relations with his or her
siblings.
Aggressive Communication
Acknowledgments
I would like to thank Dr . Doug Bock and Dr. Norman
Greer for their time and help in preparing this thesis.
I would also like to thank Willie, Ashley, and
Jennifer for their support . Thank you for your love and
dedication for me!
iii
Verbal Aggressiveness
iv
Table of Contents
Abstract ... .... . . ... ... .. .... ...... .... .... . . . . . . . . . . . . . ii
Acknowledgments ...... . . . ... . ..... .. . . ... . .... . . . . . . . . . . . iii
Literature Review . . . . . . . . . . . . . ... .. . . . . . . . . . . . . . . . . . . . . . . . 2
Methodology ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Results .... .. .. . .. .. ... .. .... .. ... . . .. . .. .... ... ... ... . .. 18
Discussion . . . . . . . ...... .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ... 21
Appendix .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 O
Aggressive Communication
1
The family is often seen as the source for molding
children into the adults they become . Many times , the
family is blamed for the adult ' s wrong doings , blaming the
parents for the weak discipline and degenerate moral
building of the adult. Many argue that the adult merely
acts as he or she was taught growing up, especially when
dealing with verbal aggressiveness (e.g., Benoit & Benoit,
1988 ; Hansen & Schuldt , 1984; Hendrick, 1981; Hendrick,
1988; Infante, 1981; Infante & Rancer, 1982; Infante, 1987 ;
Infante , 1989; Kelly & Goodwin, 1983; Lim, 1990 ; Rancer ,
Baukus , & Infante , 1985; Rancer & Infante , 1985) .
Obviously, this topic is addressed frequently.
However, there has been a decrease in the study of
verbal aggression between parents and children. A case can
be made that verbal aggressive communication should be
studied again. This rendering is used in the literature
review to study the avai lable information on verbal
aggression in family communication. The position is used to
research whether there is a further need to study verbal
aggression in the family.
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Literature Review
Verbal Aggression.
There are many definitions of verbal aggressive
communication. For example, Infante and Wigley (1986, p.
62) describe verbal aggressiveness as a personal attitude.
They believe " verbal aggressiveness is the person ' s
predisposition to attack the self-concept of other people
in order to inflict psychological pain ." Infante, Riddle,
Horvath , and Tumlin (1992) further suggest that verbal
aggressiveness is an extremely destructive form of
aggression for a person to employ. Infante and Gorden
(1991) also connect with Infante and Wigley, proposing
verbal aggressiveness does not use affirming communication,
while non-aggressive communication does use affirming
communication. Beatty and Dobos (1993a) suggest verbal
aggression is constructed by sarcasm and criticism.
Rubin and Rubin (1992) think some people use verbal
aggression as communication because they feel it helps
satisfy their emotional needs and wants. Capella (1991)
draws from this argument, saying emotional responsiveness
for the needs and wants of verbally aggressive people are
incorporated with the verbal aggression.
2
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3
Additionally, verbal aggressiveness causes
communicative behaviors to occur , such as hostility and
defensive communication. Infante, Riddle, Horvath , and
Tumlin (1992) describe psychological pain as the biggest
effect verbal aggression has on a recipient. The pain
" includes embarrassment, feelings of inadequacy,
humiliation , hopelessness, despair , and depression "
(Infante , 1987 , p. 160).
Verbal aggression has been defined by many. A
description of verbal aggression for this study is parallel
to Infante and Wigley ' s explanation : Verbal aggressiveness
is the person ' s choice to attack the beliefs of other
people in order to cause psychological pain to that
particular person. This explanation is what is used when
defining how verbally aggressive parents communicate with
their children.
There is significant research that addresses
aggressive communication as socialized behavior from
childhood. The main aspects covered in this area include
relationships with parents and verbal aggressiveness , where
verbal aggression traits originate , and relations between
trait verbal aggressiveness and argumentativeness i n
association to parenting styles . All the covered areas
Aggressive Conununication
4
men t ioned focus on the parenting styles that contr ibute to
the aggressiveness in the children when they gro w to
adu l thood .
It is important to define parenting styles in order to
understand the importance they have in the study. Parenting
sty l e s will be ident ified for this study as the method in
which a parent raises his or her child (Bayer & Cegal a ,
1992) .
There are different viewpoints one can take regarding
ve r bal aggression and parenting styles . First , rese a rch
sugge sts the relationships between parents , children , and
verbal aggressiveness is related to parenting styles (e . g .
Bayer & Cegala , 1992; Benoit & Benoit , 1990 ; Infante &
Gordan, 1989; Infant e and Wigley, 1986 ; Infante , Myers , &
Bu erkel , 1994 ; Inf ante & Gordan , 19 91; Rubin & Rubin, 1 992 ;
Rosenfeld & Bowen , 1991 ; Rubin , Graham & Mignerey , 1990 ;
Vangelisti , 1993) .
Secondly , research supports th a t the relationship
between one parent to one child is also related to the
verbal aggressiveness children later use (e . g . Bandura ,
1986 ; Beatty & Dobos , 1992a ; Beatty & Dobos , 1993a ; Eagly &
Johnson, 1990 ; Eagly & Karau, 1991 ; Eagly, Makhigani &
Klonsky , 1992 ; Fitzpatrick , 1988 ; Mar t in & Anderson, 1997) .
Aggressive Conununication
5
Lastly, we find support f or parental conununication
styles , regarding verbal aggressiveness as a negative trait
having negative effects on the children . This is supported
by many conununication scholars (e . g. Infante, Chandler, &
Rudd , 1989; Infante and Gorden, 1985 ; Infante
and Gorden , 1989 ; Infante , Trebing , Shepherd,
& Seed, 1984;
Infante & Wigley, 1986).
The topic of verbal aggressiveness is important to
conununication schol ars. One major reason verbal
aggressiveness study is important is because it helps us
understand the causes and effects surrounding aggressive
behavior. The study of verbal aggressiveness is also
important when considering its effect on conununication
between siblings .
Parenting Styles.
Parenting styles can negatively affect the
conununicat i on present in the relationsh i p between parent
and child. This occurs through the use of destructive
parenting methods that use verbal aggressiveness .
Destructive parenting methods include verbal
aggressiveness and hostility. Infante, Myers, and Buerkel
define hostili t y as "the trait to use symbols to express
negativism, irri t ability, resentment , and suspicion" (1994 ,
Aggressive Communication
6
p. 73). This definition is supported throughout the
communication discipline (e.g. Berkowitz, 1962; Berkowitz,
1973; Gorden, Infante, & Izzo, 1988; Infante, 1988; Infante
& Wigley, 1986; Jensen, 1981; Onykewere, Rubin, & Infante,
1990; Payne & Sabourin, 1990).
Hostility is a major element of destructive parenting
styles. However verbal aggression is seen as the more
commonly used element (Berkowitz, 1973; Duck,& Miell, 1986;
Graham, Barbato, & Perse, 1993; Hosman, 1991; Infante &
Wigley, 1986).
Parenting styles that use verbal aggression do appear
to negatively affect a child's social, cognitive, and
emotional development (Bayer & Cegala, 1992) . It can be
argued that verbal aggressiveness does negatively affect a
child's development in communication if the aggression is
used as a parenting style. The parenting behavior occurs in
patterns (Bayer & Cegala, 1992). The patterns include
autonomy-love, control-love and control-hostility.
Autonomy-love as a parenting pattern is an
argumentative parenting style. "While (the parents)
expect appropriately mature behavior of children and
consistently enforce family rules, autonomy-love parents
are generally child-centered and openly express their
Aggressive Communication
7
positive regard" (Bayer & Cegala , 1992 , p. 303). This
parenting style is not usually considered verbally
aggressive.
The control-love quadrant of parenting involves " a
complex and conflicted set of parental attitudes and
behaviors" (Maccoby and Martin, 1983, p. 45). This
parenting style is referred to as the Permissive style
(Baumrind, 1967) . Permissive parents often use guilt or
diversion tactics for punishment when they exercise their
authority. However, permissive parents usually do not
engage in arguments with their children . Permissive parents
are not seen as verbally aggressive.
The last parenting style is control- hostility . This is
called the Authoritarian style of parenting and uses verbal
aggression tactics (Baumrind, 1967) . Parents using the
Authoritarian parenting style are highly demanding, yet
simultaneously unresponsive to their children ' s needs and
desires . Their verbal messages to their children are
unilateral and tend to be negative. The Authoritarian
parent usually does not give reasons when he or she issues
a directive to a child. Additionally, the authoritarian
parenting style does not encourage verbal responses from
the children (Baumrind, 1967).
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The parenting style a parent chooses to use affects
the amount of verbal aggression employed in the
relationship with the child or children. Obviously, the
Authoritarian parent uses verbal aggression mostly, and
does tend to have a negative effect on the children's
communication development (Infante, Myers, & Buerkel, 1994;
Horvath, 1995; Rubin, Graham, & Mignerey, 1990). A
parenting style employing verbal aggressiveness is a model
for the children in the family, which supports the need to
study verbal aggressiveness between siblings.
Verbal Aggressiveness from One Parent to One Child.
Sometimes the communication one parent gives to one
child is verbally aggressive. This can affect the way the
one child reacts to the parent and uses communication.
(Martin & Anderson, 1997; Beatty & Dobos, 1993b).
Communication in relationships is often symmetrical.
Therefore, children may become verbally aggressive toward
the parent who is verbally aggressive.
Beatty and Dobos (1992a)
found that verbal aggression
from one parent to one child results in the child
negatively responding to the relationship. The use of
aggressive communication from one parent to one child
results in conflicts and also dissatisfaction with the
8
Aggressive Communication
9
relationship between the parent and child (e.g. Bem &
Allen , 1974; Fitzpatrick & Badzinski , 1985; Galvin &
Brommel , 1991; Johnson & Medinnus, 1969).
This information could lead to an assumption that
verbal aggressiveness from parents to children can be used
between siblings. Beatty and Dobos (1992a) state that
verbal aggressiveness from one parent to one child may
cause hostility between the siblings in the family. This
point offers support for the need to study verbal
aggressiveness between siblings . Indirectly, the verbal
aggression the one parent uses with the one child
influences the child ' s verbal aggression with his or her
siblings.
Verbal aggression used in a relationship between one
parent and one child may also result in hostility and a
termination of the relationship. Negative views of the
parent may be formed by the child, and in adulthood the
child may terminate the relat i onship (Beatty and Dobos ,
1992b) . This could lead to use of verbal aggression between
the terminating adult child and his or her siblings.
Aggressive Communication
10
Parenting Communication Styles and Negative Effects on
Children ' s Communication Styles.
Communication traits are "enduring consistencies and
differences in individuals ' message-sending and messagereceiving behaviors "
(Infante, Rancer , & Womack, 1997, p.
150) . How one learns to behave and communicate can happen
in many ways. One that is apparent and supported by
researchers is the social cognitive theory (Bandura , 1977,
1986). Bandura (1986) states that cognition plays a large
role in the learning process. People can learn new
behaviors and communicating styles , including negative
communicating styles, from others in their environments
(Bandura, 1986) .
Verbal aggressiveness , when used as a parenting style
from one parent to one child, is a destructive trait with
negative consequences (Infante , 1987; Infante & Rancer,
1996; Infante & Wigley , 1986). Considering the social
cognitive theory, a parent who uses aggressive
communication passes the communication and its negative
effects on to the children (Martin and Anderson, 1997). The
communication interaction that has the greatest effect on
children are the communication interactions they have with
their parents (Vuchinich, Vuchinich, & Coughlin , 1992) . The
Aggressive Communication
11
children use the aggressive communication themselves. They
do so in a negative fashion as they model their parents.
This type of communication style has negative effects on
the children.
The verbal aggressive communication style convinces
the child this communication form is correct. This
communication style is probably present in every situation
in which the child may be involved, although the form
varies (Horvath , 1995) . The family context is where most
children learn to communicate and how to communicate. It is
also where most children learn how to think about
communication (Bruner, 1990 & Vangelisti , 1993). If this
context is a negative , destructive one, such as an
environment where verbal aggression is used as a
communication style , parenting style, and relation between
one parent to one child, then there will be negative
effects on the child ' s communication habits.
Given all the past information available, it is
supported that verbal aggressive communication is negative.
It is also supported that parental styles using verbal
aggressive communication have negative effects on the
children . Lastly, it is supported that relationships
between one parent and one child can be negative if verbal
Aggressive Communication
12
aggression is used . Although there is much research
support, little is current . Currently there is also little
emphasis on the effects aggressive communication has
between siblings.
There is no extensive research on the correlation
between parental verbal aggression and child verbal
aggression. Are the two related? This is a major gap in the
current research.
The gap consists of having no available research on
verbal aggression that examines its possible effect on
children's verbal aggressiveness resulting from their
parents ' aggressiveness. We also do not know what effect
parental verbal aggressive communication has on the
communication between siblings .
With this previously mentioned research, there is an
apparent gap in the research regarding verbal
aggressiveness in the family. Parental verbal aggression is
widely covered, while verbal aggression between siblings
resulting from parental verbal aggression is limited.
Verbal aggression between siblings resulting from parents'
verbal aggression needs to be studied . Also, verbal
aggression from a child to his or her friend resulting from
parents ' verbal aggression needs to be studied. Obviously,
Aggressive Communication
13
verbal aggression between siblings as a result of parental
verbal aggression needs to be studied.
Contradictions are also important to look at with this
topic . The major contradiction in the research currently
available finds that verbal aggression is not learned
behavior (e . g . Beatty & Dobos, 1992a; Beatty & Dobos,
1992b). However , other research has found that it is
learned behavior (e . g. Bandura, 1977; Bandura , 1986) . This
type of contradiction could be further studied to find
validity in one of the research areas.
There are weaknesses, too, in the methods of research
currently available . The main weakness encountered in the
literature is the difference in surveys used to assess
verbal aggression in families. The different surveys may
not have the same validity. Therefore , the results may turn
out more or less favorable for the individual conducting
the research. Perhaps using one survey form could eliminate
this weakness. The survey could specifically look for
verbal aggression in a single way. The use of one survey
would help validate the research findings. This weakness
can be easily fixed .
The research that has been conducted is outdated. The
research has not been extensive in areas such as , the
Aggr essive Communication
14
relationship between parental verbal aggression and child
verba l aggression . This shows a need for this particular
research .
Research Hypothesis and Questions
With respect to the intensive study completed thus far
on verbal aggression and parenting, the following
hypothesis was generated.
Hl :
Parenting communication style concerning
aggressiveness is related to the aggressive
communication employed by the child in relations
with his or her siblings.
This hypothesis targets a new area of study to be
exp lored .
The research questions employed were the following:
RQl: What parenting style was used by the
parents of verbally aggressive adults?
RQ2 : What communication style is used by the adult
to his or her siblings whose parents use verbal
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aggressiveness for communication and an
Authoritarian parental style (control-hostile)?
15
Aggressive Communication
16
Methodology
Subjects.
The subjects used to test the hypothesis were 100
college students in a Midwest public university of about
10,000 total students. Subjects were solicited through the
auspices of the university housing and required speech
communication classes; participation was voluntary.
Procedures.
The subjects were given a survey with demographic
questions and with 20 questions using a characteristic
five-point Likert scale. The survey consisted of 10
questions about the subjects ' parents ' communication style
towards their children. The survey included 10 questions
pertaining to the subjects' communication style towards
their siblings . The survey used Infante and Wigley ' s (1986)
Verbal Aggressiveness Scale (see Appendix).
Timeline.
The following timeline was employed:
November 16, 1999 :
Surveys were distributed to SPC 1310
classes and residence halls
November 17 , 1999:
Surveys were collected from classes and
residence halls
November 20 , 1999 :
Data analysis and processing
Aggressive Communication
17
Measurement .
Students whose parents displayed the typical verbal
aggressive communication patterns as explained earlier
constituted one group. The students whose parents did not
display the typical verbal aggressive communication
patterns explained were used as the other group. Thus , the
independent variable was parental communication pattern.
The dependent variable was the answers given to the
questions. A t-test was utilized because it is able to
measure the differences between the two groups of verbally
aggressive parents and verbally aggressive children. An
independent-sample t-test was used to measure the
differences between the parents ' verbal aggressiveness and
their children ' s verbal aggressiveness.
Aggressive Communication
18
Results
After completing the survey evaluation, a direct
connection between the parents ' verbal aggressiveness and
the children ' s verbal aggressiveness was found . The
differences between the parents ' verbal aggressiveness and
their children ' s verbal aggressiveness were measured using
an independent- sample t-test. The degr ees of freedom in the
t-test were 86 . After conducting the t-test , the results
showed t = 2.59 .
lH
9t
St
•Verbal Aggressive Answen
7t
61
5t
•Non-Verbal Aggressive
Answers
4t
Jt
D Coemcieot Alpha
at-test llesalts
1H Parents
1H
Children
Degrees of
Freedom
Results
Aggressive Communication
19
Discussion
Conclusions
Consistent with the few observations on parental
communication among literature about verbal aggression, the
hypothesis was supported. The t-test showed support for the
hypothesis that parental communication style concerning
aggressiveness is related to the aggressive communication
employed by the child in relationships.
Research question number one was answered by the use
of an Authoritarian parenting method. It showed a more
Authoritarian parenting style was used with the children
who were verbally aggressive. This addressed the
implication that the children of Authoritarian and verbally
aggressive parents would also be verbally aggressive. This
research question offered support for the hypothesis.
Research question two found that an adult whose
parents were verbally aggressive and used the Authoritarian
parental style almost always became verbally aggressive
himself or herself. This research question also offered
support for the hypothesis.
More research may be conducted on the topic of
relationships between parental verbal aggression and child
Aggressive Communication
verbal aggression. This study supported the idea that the
children use verbal aggression displayed by parents .
20
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21
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Appendix
Instructions: This survey is concerned with bow we try to get people to comply with oor wishes.
Indicate bow often each statement is troe for you personally when you try to influence other persons.
Use the following scale, writing in the number next to the question:
1 = Almost never true
2 = Rarely true
3 =Occasionally true
4 =Often true
5 = Almost always true
1. I am extremely careful to avoid attacking individuals' intelligence when I attack their ideas.
2. When individuals are very stubborn, I use insults to soften the stubbornness.
3. I try very hard to avoid having other people feel bad about themselves when I try to influence them.
4. When people refuse to do a task I know is important, without good reason, I tell them they are
unreasonable.
5. When others do things I regard as stupid, I try to be extremely gentle with them.
6. If individuals I am trying to influence really deserve it, I attack their character.
7. When people behave in ways that are in very poor taste, I insult them in order to shock them into proper
behavior.
8. I try to make people feel goo about themselves even when their ideas are stupid.
9. When people simply will not budge on a matter of importance I lose my temper and say rather strong
things to them.
10. When people criticize my shortcomings, I take it in good humor and do not try to get back at them.
Aggressive Communication
31
The nen portion of the survey is concerned with our parents trying to get people to comply with
their wishes. Indicate bow often each statement is true for your parents when they try to influence
other persons. Please me the following scale, writing in the number nen to the question:
1 = Almost never true
2 = Rarely true
3 =Occasionally true
4
= Often true
5 = Almost always true
1. When individuals insult my parents, they get a lot of pleasure out of really telling them off.
2. When my parents dislike individuals greatly, they try no to show it in what they say or how they say it.
3. My parents like poking fun at people who do ~ that are very stupid in order to stimulate their
intelligence.
4. When my parents attack a persons' ideas, they try not to damage their self-concepts.
5. When my parents try to influence people, they make a great effort not to offend them
6. When people do things that are mean or cruel, my parents attack their character in order to help correct
their behavior.
7. My parents refuse to participate in arguments when they involve personal attacks.
8. When nothing seems to work in trying to influence others, my parents yell and scream in order to get
some movement from them.
9. When my parents are not able to refute others' positions, they try to make them feel defensive in order to
weaken their positions.
10. When an argument shifts to personal attacks, my parents try very bard to change the subject.
Please circle the answers to the following questions:
Female
What is your gender?
What is your ethnic background?
Asian/Pacific Islander
Male
African-American
Mexican-American
Native-American
Other Hispanic-American
Caucasian
Other